Quality Faculty Plan

Introduction

At Iowa Lakes Community College, we recognize the importance of developing strong mentoring relationships with our new faculty. We have a both a professional obligation to help new faculty make a strong start in their teaching careers at Iowa Lakes as well as a strong self interest in helping them succeed and become productive members of our faculty. The following guide summaries the Faculty Mentor Program at Iowa Lakes Community College.

Core Participants/Components of Faculty Mentor Program

Responsibilities of the Quality Faculty Plan Committee

• Establish faculty mentor program
• Evaluate faculty mentor program

Responsibilities of the Campus Deans/Directors

• Oversee mentoring program at each campus; match mentors with mentees
• Evaluate all new faculty
• Hold mentor team meetings
• Collect the documentation of mentoring activities
• Organize the New Teacher’s Workshop (on a rotation)
• Manage the CANVAS orientation course – Teaching & Learning Center (on a rotation)

Responsibilities of New Faculty

• Complete core components of the Faculty Mentor Program
• Evaluate the faculty mentor program

Full-Time Faculty

• Mentor new faculty members and document meetings
• Evaluate the faculty mentor program

Faculty Mentor Program Core

Includes new faculty orientation, CANVAS orientation course – Iowa Lakes Faculty Training, meetings with mentor, classroom evaluations by the Campus Dean, mentor team meetings with the Campus Dean, and the New Teacher’s Workshop.

Goals of Faculty Mentoring at Iowa Lakes Community College

• To provide all new faculty with a full-time faculty mentor
• To improve communication with new faculty members
• To provide new faculty with a smooth transition to Iowa Lakes
• To maximize the satisfaction, productivity, and retention of faculty members
• To encourage commitment to the Mission of Iowa Lakes Community College
• To support and facilitate faculty career development

Faculty Mentor Program Core

New Employee Orientation

New faculty participate in a one-day new employee orientation which includes a tour of all Iowa Lakes’ campuses, introductions to staff, guest speakers, and the opportunity to build relationships.

Mentor/Mentee Meetings

At a minimum, new faculty members meet with their mentor two times each semester for the first academic year.

CANVAS Orientation Course – Iowa Lakes Faculty Training

New faculty participate in an on-line course, Teaching & Learning Center, which is taken throughout their first year of employment. Topics covered in this course include: History of the Community College, Classroom Management, Curriculum Planning, Assessment, Technology, and other topics as needed.

New Teacher’s Workshop

New faculty participate in the New Teacher’s Workshop, an annual event with topics including, but not limited to, teaching online, writing syllabi, organizing assessment activities, improving student learning, and teaching effectively.

New Faculty Evaluation

New faculty (probationary employees) are evaluated by their Campus Dean not less than two times in their first year of employment. This evaluation shall include a classroom observation. (Refer to the Faculty Handbook for details)

New faculty are also encouraged to reach out to their mentor for a peer evaluation. This evaluation can be substituted for one Campus Dean class observation.

Mentor Team Meetings with Campus Dean

Once each semester, all mentors and mentees meet for a roundtable discussion regarding teaching and learning.

Keys to Good Mentoring

Meet regularly (at least two times per semester)

It is important to meet regularly throughout the year. Set agendas for each meeting so you are certain to cover important topics such as college support services, classroom management, contract expectations, etc. Try to address these topics as they become most relevant so discussions are timely and beneficial.

Leave time for informal conversations

While agendas are good for orientation purposes, be sure to leave time to discuss specific issues and challenges that have arisen for the beginning faculty member. Be willing to listen to your mentee’s thoughts, concerns, and feelings, and be sure you hold those conversations in confidence in order to maintain the trust that is important to your mentoring relationship.

Help establish a social and professional network

Introduce your mentee to colleagues across all five campuses, both as a social act and as a way to help build professional connections. Consider attending college events together such as faculty meetings, sporting events, music activities, etc.

Explore the campus

Developing a sense of place is important when we enter a new community, so consider exploring the campus with your mentee. Meet in the cafeteria for lunch, take a tour of the library, or visit various campus offices and introduce the new faculty member to the staff.

Assist with your mentee’s early work

Be willing to guide your mentee through their early attempts at teaching and advising. If asked, be willing to sit in on classes and discuss what you see or invite your mentee to visit your classroom. Offer to assist with the academic advising process. Ask to be assigned to a committee together so you can talk about what is happening with assigned committee work. 

Look for chances to collaborate

Help your mentee with some early professional experiences by collaborating on projects. Such collaborations will let you guide your mentee, as well as help build valuable experience and comradery.

Be proactive

Because the new faculty member will not always know the right questions to ask and may not feel comfortable admitting to a teaching problem or lack of knowledge, be proactive and ask specific questions that will generate conversation.

Discussion Topics
Understanding college policies
Improving classroom instruction
Implementing assessment tools that align with learning objectives
Handling student discipline issues
Understanding academic advising
Grading and recordkeeping
Drafting a Professional Development Plan
Implementing the NURO retention tool
Identifying staff support personnel
Understanding college cultures
Obtaining materials and supplies
Navigating through CANVAS
Differentiating between hybrid, eCompanion, and on-line courses
Understanding the ILCCEA Master Contract
Promoting convocations
Understanding the purpose of Higher Learning Commission self-study and visits
Understanding the purpose of Iowa Department of Education visits
Navigating the program review process
Teaching on the Iowa Lakes television system

Quality Faculty Plan Policy Statement:

The purpose of continuing professional development at Iowa Lakes Community College is to ensure that all faculty:

1. Maintain expertise in each individual’s area of instruction. If appropriate, this includes professional certification/licensure within one’s area.
2. Are aware of current educational trends, research concerning student learning, and the application of both to the classroom.

Procedures for Full-Time Faculty:

1. Annually, every full-time faculty shall create an individual plan for continuing professional development.
2. The plan shall clearly state the professional development activities, the desired outcomes, the means for achieving those outcomes, a time frame for completion, and a year-end reflection.
3. The plan for each full-time faculty member shall be submitted to his/her supervisor annually and modified as needed.
4. If the faculty member and his/her supervisor are not able to agree on a development plan, the Quality Faculty Plan Committee will review each party’s position and determine the plan for that individual.
5. The faculty member must be aware that failure to make a good faith effort to complete a plan may lead to disciplinary action being taken against the faculty including the possible recommendation for termination of contract.
6. The faculty member’s supervisor will determine if a good faith effort is being made or not; however, the faculty may appeal an unfavorable determination to the Quality Faculty Plan Committee, whose decision will be final.
7. Suggested types of development activities an employee may engage in include courses, workshops, conferences, industry internships, cooperatives and exchange programs, curriculum development, committee work, and self-directed studies. Other activities may be appropriate.
8. In addition, Iowa Lakes Community College will offer at least two professional development activities a year. Examples of topics that may be considered include dealing with complexities of learners, skills in teaching adults, curriculum development, assessment, evaluation, enhancing the retention and success of our students, reaching non-traditional and minority students, improving skills in implementing technology and applied learning, leadership development, preparation for retirement, and wellness of employees.
9. Continuing professional development may be used for salary increases if it qualifies under the Educational Advancement clause of the Master Contract. Also, instructors may receive funding for professional development by applying for approval through the online Professional Development & Expense Reimbursement Request form.

Procedures for Adjunct Faculty

1. Every adjunct faculty member, including all concurrent enrollment faculty, shall participate in the CANVAS course, Iowa Lakes Faculty Training.
2. For each semester the adjunct faculty member teaches, one module of the Iowa Lakes Faculty Training course shall be completed and/or the adjunct faculty will attend an in-person or virtual professional development work shop as it relates to their teaching assignment. This module or alternate training shall be agreed upon between the adjunct instructor and his/her supervisor.
3. New adjunct faculty members are encouraged to attend the New Teacher’s Workshop.

Quality Faculty Plan Policy Statement:
In order to assure all faculty attain and demonstrate instructional competencies and knowledge in their subject or technical area, the college will evaluate each instructor on the competencies prescribed in the procedure section of the Quality Faculty Plan. These competencies will be demonstrated in various ways as indicated in the procedure section of the Quality Faculty Plan with proper documentation maintained by the Human Resources Office of the college.

Procedures:

1. Instructor Competencies:
   The following should demonstrate classroom preparation for faculty.
   1. Mastery of Subject Matter: Arts and Science and Career Option Instructors will meet The Higher Learning Commission (HLC) standards, verified by their college transcripts. Vocational instructors will complete 6,000 hours in the field or the minimum to obtain board certification, if appropriate. Standards for nursing instructors are established by their state governing body and recognized by Iowa Lakes.
   2. Student Learning: The instructor recognizes students’ diverse learning styles and cultural backgrounds and provides appropriate learning opportunities.
   3. Instructional Planning and Delivery: The instructor demonstrates understanding of subject matter and curriculum through effective planning and delivery of course content.
   4. Classroom Learning Environment: The instructor interacts with students individually and as a class to create a positive environment conducive to learning for all students, and respectful, comfortable interaction between the instructor and the class ensues during class time.
   5. Communication: The instructor uses correct oral and written communication techniques in educational settings.
   6. Assessment: The instructor uses formal and informal assessment strategies to evaluate and enhance student learning.
   7. Technology Use: The instructor uses appropriate technology in the planning and delivery of course content.
   8. Community College Philosophy

2. Demonstrating Competencies:

1. 1. College transcripts of appropriate classes, those meeting The Higher Learning Commission Standards and reflective of teaching assignment.
   2. Immediate supervisor’s evaluation via classroom observations and personal discussions. Supervisor will forward notes of observation and visits to H. R. for placement in faculty’s file.
   3. Student evaluations will be considered only to determine the need for follow-up by the immediate supervisor.
   4. On-going interaction with a mentor as prescribed in Section B.
      Appropriate notes signed by both mentor and mentee will be forwarded to H. R. and placed in faculty’s file.
   5. Supervisor will notify faculty once a year of their progress in obtaining/maintaining competencies.

Evaluation and Assessment Procedures From Section 4.11 of the Faculty Handbook

1. Purpose
   The purpose of the evaluation procedure is the improvement of instruction and the learning environment.
2. Evaluation
   1. General – Within four (4) weeks of the beginning of employment, each employee shall be acquainted with the evaluation procedures by his/her immediate supervisor. The supervisor shall familiarize the employee with various evaluation criteria, instruments, instructional improvement aids, and other instruction-related resources of the College.
   2. Form – The formal evaluation form shall reflect functional differences of job descriptions through the educational structure and as approved by the Board of Directors, and may differ from department to department. The form shall indicate the employee’s overall performance status and clearly indicate if that status is unsatisfactory.
   3. Process –Each probationary employee shall be evaluated by his/her immediate supervisor not less than two (2) times per year. All other employees shall be evaluated by his/her immediate supervisor not less than one (1) time each 3 years, but not more than one time per semester.
      The completed copy of the formal evaluation form shall be shared and discussed with the employee at an evaluation conference, which includes the employee and the employee’s immediate supervisor, and which shall be held within ten (10) working days of evaluation. The employee shall have the opportunity to answer any part of the evaluation within ten (10) working days of the evaluation conference.
   4. Records – The evaluation form shall be signed and dated by both parties. The employee’s signature indicates awareness of its contents and is not necessarily agreement with the same. One copy of the form shall be given to the employee and one copy shall be included in the employee’s personnel file to be kept in the Human Resources Office.
   5. Accuracy of Evaluation – The parties agree that the evaluation procedure shall be administered in a manner consistent with this article to reflect accurate information in the evaluation record.
3. Assessment
   If the above is deemed less than satisfactory, an assessment will be made to rectify the unacceptable items either through written suggestions for ways to improve or a personal development in-service plan.
4. Student Survey
   1. Probationary Personnel – A minimum of two courses will be surveyed during each fall term and a minimum of one course will be surveyed during the spring term.
   2. Continuing Personnel – A minimum of one course will be surveyed during the fall term each year.
   3. The administration of student surveys may be done by a person other than the instructor being evaluated. Such persons might be the dean, a colleague, or designated office personnel who have been properly instructed in the administration procedures. (This process should reduce the possibility of bias entering into the student responses.)
   4. A Standard Survey, approved by the Quality Faculty Plan Committee shall be used for all courses at all campuses.
   5. The specific class(es) to be surveyed shall be determined jointly by the instructor and the respective dean. The final decision rests with the dean.
   6. An instructor may voluntarily request that additional surveys be administered to his/her class(es). Instructors are encouraged to do this as often as possible to insure adequate student feedback. Any surveys which are requested by the instructor shall not be made available to the instructor’s executive dean unless the instructor so requests.
   7. The respective executive dean may, with cause, request that additional surveys be administered to a designated instructor.
   8. To keep the survey results confidential and secure, they shall be tabulated by authorized personnel only.
   9. The results of any student surveys must be expeditiously distributed to the appropriate executive dean and instructor.
   10. Student surveys should be conducted between the tenth and twelfth weeks of the term.
   11. Student surveys may only be used to determine the need for follow-up by the immediate supervisor.
5. Other Evaluative Material 
   During the year, the employee will be given a written copy of any evaluative material including summaries of student surveys to be placed in his/her personnel file, both positive and negative. The supervisor and employee shall meet to discuss the contents of such document. The supervisor shall suggest, in writing, methods of improving any deficiencies noted in the document. The employee shall be entitled to respond to such documents and have it placed in his/her evaluation file within ten (10) working days of its receipt.
   
6. Examination of Evaluation Material 
   An employee shall have the right to examine all evaluation material in his/her file which is maintained in the Human Resources office. This file must contain copies of all evaluative materials held on that employee.
   

4.12 ORAL COMPETENCIES From Iowa Lakes Community College Faculty Handbook

Iowa Lakes Community College is committed to clear and appropriate instructor oral communication. To provide for this commitment, the following guidelines have been adopted in compliance with The Code of Iowa:

1. 1. Upon recommendation of a candidate for employment as an instructor, the supervisor shall indicate the candidate’s oral competence. If the indication by the supervisor is that the instructor may have problems with oral competence, an individual development plan shall accompany the recommendation.
   2. The Supervisor in their yearly classroom/laboratory evaluation shall evaluate the instructor for their individual oral competence. The Supervisor is responsible to ensure that the instructor speaks understandable English.
   3. The Instructor Oral Competencies Evaluation will be administered in conjunction with and on the same schedule as current student evaluations. That is, probationary personnel will have a minimum of two courses evaluated during each fall term and a minimum of one course in the spring term. Continuing personnel will have a minimum of one course evaluated in the fall term.

Quality Faculty Plan Policy Statement:

The responsibility for collection and maintenance of records for faculty plan compliance will rest with the faculty member, the immediate supervisor, and the Human Resources Office at Iowa Lakes Community College.

Procedures:
The Continuing Professional Development Plan form will be completed by the faculty member and reviewed by their Dean/Supervisor annually.

The responsibility for submitting documented progress toward attaining their individual annual plan activities will lie with the faculty member and the immediate supervisor for collection, approval and compilation.

Upon the faculty member’s completion of their staff development activities, the supervisor will forward the Continuing Professional Development Plans to the Human Resources Office, while maintaining a copy for both the faculty member and the supervisor.

The Human Resources Office staff will document the completion of the employee’s Professional Development Plan and hard copies will be kept in individual personnel files.